Integrating a Learning Management System into a Writing Course

2015 ◽  
pp. 473-497
Author(s):  
Mehrak Rahimi ◽  
Seyed Shahab Miri
Keyword(s):  
Management System ◽  
Control Group ◽  
Online System ◽  
Positive Attitudes ◽  
Writing Course ◽  
Post Test ◽  
Students Attitudes ◽  
The Impact ◽  
The Relationship ◽  
Experimental Group

In this chapter the impact of using a leaning management system (LMS) to manage homework assignments on students' achievement in a letter writing course was investigated. Additionally, the relationship between students' attitudes toward the online system and their motivated strategies for learning was investigated. Two groups of students participated in the course. The experimental group used the LMS as the homework assistance to submit their homework for one semester. The control group did and delivered their homework using paper-and-pencil approach. The result of the data analysis revealed that the experimental group outperformed the control group in the writing post-test. Further, the students were found to have positive attitudes toward using technology to manage their homework and this attitude was found to be related to their motivated strategies for learning. The motivated strategies were found to be related to achievement in writing, while attitudes towards the system were not.

scholarly journals THE IMPACT OF DIALOGUE JOURNAL WRITING ON THE WRITING SKILLS OF JORDANIAN EFL LEARNERS AND THEIR ATTITUDES TOWARDS WRITING

2020 ◽  
Vol 8 (4) ◽  
pp. 569-576
Author(s):  
Murad Al Kayed ◽  
Majd Alkayid ◽  
Mohareb Ali Alsmadi
Keyword(s):  
Journal Writing ◽  
Writing Skills ◽  
Control Group ◽  
Dialogue Journal ◽  
Positive Attitudes ◽  
Conventional Teaching ◽  
Post Test ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Purpose of the study: The purpose of this study is to investigate the impact of dialogue journal writing (DJW) on learning the vocabulary, organization, and grammar of English. It also explores the impact of DJW on the attitudes of students towards writing in English. Methodology: The sample of the study consists of 50 undergraduate Jordanian students divided equally into an experimental and control group. The control group was given traditional writing instruction while the experimental group was taught using dialogue journal writing. The study used a pre and post-test to investigate the impact of DJW on writing skills, while a questionnaire was used to unveil the attitudes of students to writing. Main Findings: The results of the research revealed that the vocabulary, organization, and grammar learned by the experimental group were significantly improved (p<0.05) compared to the control group. The study also found out that students taught using DJW developed positive attitudes towards writing better than students exposed only to conventional teaching methods of writing. Applications of this study: The present study is beneficial in providing teachers of English as a foreign language with new methods to teach writing skills. Novelty/Originality of this study: The current study is significant since the impact of dialogue journals on writing is under-researched in the Jordanian context.

scholarly journals The Impact of Collaborative Writing on EFL Learners’ Writing Development: A Longitudinal Classroom-Based Study in Saudi Arabia

2021 ◽  
Vol 12 (3) ◽  
pp. 174-185
Author(s):  
Khaled Salem Aldossary
Keyword(s):  
Saudi Arabia ◽  
Collaborative Writing ◽  
Future Research ◽  
Control Group ◽  
Positive Attitudes ◽  
Post Test ◽  
The University ◽  
The Impact ◽  
Experimental Group ◽  
Learning English

No previous studies have employed sociocultural theory and the notion of collaborative dialogue to examine collaborative writing in Saudi Arabia, where students favor writing individually. Exploring this topic is significant because of the importance the Saudi education system places on learning English, especially at the university level. Therefore, this longitudinal classroom-based study tested how collaborative writing affected the development of university students learning English as a foreign language in Saudi Arabia. The 46 participants were evenly divided into a control group, who wrote essays individually, and an experimental group, who worked on essays in small groups. Both groups took a pre-test before the eight-week intervention and a post-test at the end. The experimental group also took an end-of-study questionnaire. Although both groups showed improvement, the experimental group improved significantly more on the post-test than the control group and expressed positive attitudes toward collaborative writing on the questionnaire. The study concludes with theoretical and pedagogical implications and recommendations for future research.

scholarly journals Using videos to improve elementary students’ listening comprehension in foreign languages and informatics center of PPC II

2020 ◽  
Vol 8 (2) ◽  
pp. 23-33
Author(s):  
Duong Thuc Phuong
Keyword(s):  
Listening Comprehension ◽  
Foreign Languages ◽  
Control Group ◽  
Visual Elements ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Audio Recordings ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The current study aimed to examine the impact of using videos on students’ listening learning and their attitudes towards using videos in listening learning. The study was conducted with 71 participants in two groups in Foreign Languages and Informatics Center of PPC II (People’s Police College II). The first group of 35 students worked with 10 audio recordings, while the second group of 36 students worked with 10 videos in a 10-week treatment. The listening materials for both groups had the same scripts. Although there was no statistically significant difference in the pre-test between the two groups, the statistics of the post-test shows that the EG (experimental group) outperformed the CG (control group) in listening comprehension. Besides, the data from the questionnaire indicates that the participants had positive attitudes towards using videos in listening learning. These findings could be explained by visual elements of the teaching materials. Therefore, it was suggest to use videos in listening learning to promote students’ listening comprehension.

scholarly journals Using Student-Generated Web Comics on Pixton as a Tool for Learning Shakespearean Drama

2019 ◽  
Vol 8 (2S9) ◽  
pp. 800-803
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
English Literature ◽  
Control Group ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Post Test ◽  
Students Attitudes ◽  
Effective Teaching And Learning ◽  
Experimental Group

The study examined the effectiveness of using student-generated web comics on Pixton as a tool for enhancing students’ performance in meaning making and learning Shakespearean drama among tertiary level students in university. This study explored students’ attitudes towards generating web comics in learning Shakespearean drama. This study was conducted on 35 students who were studying English literature in one of the universities in Iran. This study employed a true experimental of posttest-only control-group research design with a mixed-method approach. The students were chosen based on purposive sampling and were randomly allocated into control group and experimental group. The control group had undergone conventional approach of learning the drama while the experimental group experienced learning through generating web comics in order to learn and construct the meaning of the drama. The instruments used to gather data in this research were post-test and a questionnaire on students’ attitudes. The students were given a post-test after learning the Hamlet play written by W. Shakespeare. The questionnaire was distributed to the students in experimental group after conducting the treatment and post-test. Quantitative data derived from the analysis of post-test were tabulated in descriptive statistics and an Independent T-test. Students’ answers in post-test were also analysed qualitatively. The results of the questionnaire were coded as numerical scores of frequency and percentage for statistical analysis. The findings of the study revealed that the students who used generating web comics attained a better performance and higher academic achievement in meaning making and learning Shakespearean drama compared to the students who were exposed to conventional learning method. The students also developed strongly positive attitudes towards use of student-generated web comics in learning the drama. This study will help teachers and students to create a new positive environment in the classroom with integration of technology, in which they can feel the enjoyment in effective teaching and learning process of Shakespearean drama.

scholarly journals The Impact of Collaborative Writing on EFL Learners’ Writing Development: A Longitudinal Classroom-Based Study in Saudi Arabia

2021 ◽  
Author(s):  
Khaled Salem Aldossary
Keyword(s):  
Saudi Arabia ◽  
Collaborative Writing ◽  
Future Research ◽  
Control Group ◽  
Positive Attitudes ◽  
Post Test ◽  
The University ◽  
The Impact ◽  
Experimental Group ◽  
Learning English

No previous studies have employed sociocultural theory and the notion of collaborative dialogue to examine collaborative writing in Saudi Arabia, where students favor writing individually. Exploring this topic is significant because of the importance the Saudi education system places on learning English, especially at the university level. Therefore, this longitudinal classroom-based study tested how collaborative writing affected the development of university students learning English as a foreign language in Saudi Arabia. The 46 participants were evenly divided into a control group, who wrote essays individually, and an experimental group, who worked on essays in small groups. Both groups took a pre-test before the eight-week intervention and a post-test at the end. The experimental group also took an end-of-study questionnaire. Although both groups showed improvement, the experimental group improved significantly more on the post-test than the control group and expressed positive attitudes toward collaborative writing on the questionnaire. The study concludes with theoretical and pedagogical implications and recommendations for future research.

The effectiveness of positive training on happiness, aggression and hope in adolescents with leukemia in Ahvaz

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Marzieh . Shamkhani ◽  
Ali . Khalafi
Keyword(s):  
Sampling Method ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Positive Attitudes ◽  
Measurement Tools ◽  
Post Test ◽  
Aggression Questionnaire ◽  
Experimental Group ◽  
Period Measurement

The purpose of this study was to determine the effectiveness of positive learning on happiness, Aggression and hope for adolescents with leukemia in Ahvaz. The sample consisted of 30 people who were selected by available sampling method. 15 subjects in the experimental group and 15 in the control group were randomly assigned. The experimental design was a pre-test-post-test type with control group and follow-up period. Measurement tools included Oxford Happiness Inventory (Argyle, 1989); Ahwaz's Aggression Questionnaire (Zahedifar, Najarian, and Shokrkon, 2000); Hope Scale (Schneider, 1991). To run, at first, the pre-test was taken from both groups. Then, the experimental group was trained in 14 sessions of 90 minutes, and after each group, they were subjected to post-test. And one month later, the follow-up process was completed. Data analysis was performed using multivariate covariance analysis (MANCOVA) and one-way analysis of covariance (ANCOVA). The results showed that positive attitudes toward happiness, aggressiveness and hopefulness of adolescents with leukemia in Ahvaz were effective.

scholarly journals The Effect of Memory Strategy Training on Vocabulary Learning by EFL Female Students of the College of Languages and Translation: An Experimental Study

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Ghadah Fahad Alzaidi
Keyword(s):  
Traditional Instruction ◽  
Strategy Training ◽  
Control Group ◽  
King Saud University ◽  
New Words ◽  
Before And After ◽  
Post Test ◽  
Students Attitudes ◽  
Positive Effect ◽  
Experimental Group

The purpose of this study was to investigate the effectiveness of memory strategies (MSs)in improving students' ability to recall and spell newly learned vocabulary items. The researcheronly considered three types of MSs: grouping, placing new words in to a context and structuredreviewing. In addition, the study used a questionnaire that explored students' attitudes towardsMSs in general, and towards the specific MSs that they have been trained to use, as well as therelationship between MSs and motivation and between MSs and anxiety. intact groups (63 students in total) were selected from level three of the College of Languages and Translation (COLT) at King Saud University (KSU), Kingdom of Saudi Arabia. The two groups were assigned to the experimental group (36 students) and the control group(27students). The control group received traditional instruction that depended on the textbook without any MS training, whereas the experimental group received a combination of traditional instruction and MS training. A pre- and post-test were administered to both groups before and after the experiment to examine students' ability to recall the meaning of vocabulary items and their ability to spell them correctly. The experiment lasted for fourteen weeks through which the participants received seven MS training sessions. The study found out that MS training was effective in improving students' ability to recall the meaning of vocabulary items when needed and their ability to spell them correctly. Moreover, the results showed that the subjects of the experimental group showed positive attitude towards MSs and most of them agreed on the positive effect that MSs had on raising their motivation and reducing their anxiety while learning vocabulary.

scholarly journals The Effect of IELTS Listening Strategy Use on the Reduction of IELTS Listening Test Anxiety and on IELTS Listening Performance

2017 ◽  
Vol 7 (11) ◽  
pp. 1025 ◽  
Author(s):  
Ali Reza Nemat Tabrizi ◽  
Mahnaz Ranjbar
Keyword(s):  
Test Anxiety ◽  
Pearson Correlation ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Control Group ◽  
Listening Test ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The study investigates the impact of IELTS listening strategy use on the reduction of listening test anxiety and on the listening performance of the IELTS test takers in light of the data of 80 participants on the pretest and post-test IELTS listening along with the participants' score on pre-anxiety and post anxiety scale. So, drawing on the instruments including a proficiency test, pre/post-test, anxiety questionnaire, materials for strategy instruction, the participants were randomly divided into two groups: Control Group and Experimental Group, each including 40 participants. As per the procedure, after tackling their pre-listening performance and pre-anxiety score, one group was treated with IELTS-Listening related strategies and the other group was not treated, but both were administered listening test. The results of the study indicated that those treated with IELTS strategy outperformed ( t (78) = 4.57, p = .000, r = .460 ) those receiving no listening-related strategy. Furthermore, the results of a t-test run on the post-test of the groups anxiety arrived at a statistically significant difference (t (78) = 5.77, p = .000, r = .547), representing that the control group outperformed the experimental group. Also, Pearson Correlation done for finding out a potential relationship between anxiety and listening performance indicated a negative and weak to moderate relationship ((r (78) = -.26, p = .020). The pedagogical implications of the study are in detailed argued.

scholarly journals The Effect of Using Flipped Classroom Model on Libyan University Students' English Learning

2018 ◽  
pp. 64-84
Author(s):  
Mustafa Braiek ◽  
Abdulhamid Onaiba ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Language Test ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Experimental Group ◽  
Learning English

This study aimed at investigating the effectiveness of using flipped classroom model on learning English as a foreign language and students’ attitudes towards flipped classroom. The sample of study consisted of 31 students at Faculty of Arts, Misurata University. The participants were divided into two groups: 16 students for the experimental group and 15 students for the control group. The data collection tools used in this study were an EFL (English as a Foreign Language) test and a questionnaire to explore students’ attitudes towards flipped classroom. Participants in both groups were pre-tested using the EFL test before the experiment. Then, the experimental group was taught using flipped classroom strategy while the control group was taught using the traditional teaching method. After the experiment, students in both groups were post-tested using the EFL test while the questionnaire was administered to the students of the experimental group only. The results of the study showed that applying the strategy of the flipped classroom had a significant effect in increasing the students’ performances in learning English. The questionnaire responses showed positive attitudes regarding the use of flipped teaching.

scholarly journals The Role of Persian Elaboration on Incidental Vocabulary Learning from Reading by EFL Learners

2018 ◽  
Vol 8 (1) ◽  
pp. 28
Author(s):  
Shahin Vaezi ◽  
Aso Biri ◽  
Farhang Moradi
Keyword(s):  
Learning Experience ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
Experimental Group

This study attempted to tap into the potential of reading for incidental vocabulary learning by exposing EFL learnersto elaborated texts. This study was also concerned with investigating learners’ attitudes toward using elaboratedpassages in their reading classes. To this end, 38 students were selected as the participants of this research anddivided into two groups. Students attending the experimental group (N=20) read Persian elaborated texts in whichthe Persian meanings of the specified target words were provided in apposition to them. On the other hand, studentsof the control group (N=18) were required to read the non-elaborated version of the aforementioned texts. Generally,the results of the post-test pointed to the effectiveness of this approach in incidental vocabulary learning, and theparticipants of the experimental group were found to gain a significant vocabulary improvement in comparison to thecontrol group. Furthermore, the interview suggested that students held positive attitudes to reading elaborated textsand regarded them as effective in their vocabulary learning experience. The findings of this study have implicationsfor material developers who need to reconsider the role of modified materials.

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